For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Master's Thesis (Action Research Report)
Minecraft and Montessori: Connecting In-class and Remote Students During COVID-19 Restrictions
Available from: St. Catherine University
Action research, COVID-19 Pandemic
See More
Abstract/Notes: The purpose of this study was to find out whether playing Minecraft: Education Edition would help in-class and remote students make personal connections. This action research project took place in a Grade 3, 4 and 5 public Montessori school during the COVID-19 pandemic of 2020. Of the 23 students, 14 were present in the classroom, while nine others were transitional learners with separate online teachers. Students were asked to reflect on their interactions with other players through interviews, journals and surveys. Parents participated by completing a pre-and post-survey. Students reported an increase in friends and acquaintances matching quantitative data collected by the teacher. Remote learners did not make as many connections as in-class students, likely due to technical difficulties with software and scheduling differences. Implications around the game's colonial mission, racial and gender bias as well as environmental sustainability, need further research.
Language: English
Published: St. Paul, Minnesota, 2020
Article
School Rules [In a remote Queensland township of Woorabinda, an enterprising teacher is introducing Aboriginal students to some Montessori classroom techniques]
Available from: InformIT
Publication: The Big Issue, no. 323
Date: Feb 2009
Pages: 14-17
See More
Language: English
ISSN: 1326-639X
Article
Teacher Training Goes Remote at MNW
Available from: MontessoriPublic
Publication: Montessori Public, vol. 5, no. 1
Date: Fall 2020
Pages: 15
See More
Abstract/Notes: Teacher Training Goes Remote at Montessori Northwest
Language: English
Article
Montessori - A Vital Approach to Education for Children and Potential Teachers in Remote Areas of Australia
Publication: Montessori Articles (Montessori Australia Foundation)
Date: n.d.
See More
Language: English
Master's Thesis
Virtualizing Montessori: Experiences of Teachers Working in a Fully Remote Montessori Preschool
Available from: DiVA Portal
Montessori method of education - Teachers, Montessori schools
See More
Abstract/Notes: Virtual preschool seems to contradict the Montessori Method, a hands-on, sensorial-based early childhood curriculum. However, many virtual Montessori schools, borne out of the temporary need for isolation due to the Covid-19 pandemic, seek to continue this new implementation of Montessori education permanently. This qualitative study examined how eight preschool teachers in one US-based virtual Montessori program described how they made sense of implementing the Montessori curriculum in an online setting, how they understood the academic and social experiences of their preschool students, and what advantages and disadvantages they perceived for children in the enactment of Montessori education in the virtual format. Using a thematic analysis, this study found that teachers described many adaptations to Montessori education in the virtual format, including to the materials and to the class structure. They felt that their offerings generally met the academic and social needs of their students, while staying as true to the Montessori Method as possible. Teachers found various advantages in the enactment of virtual Montessori school, including the potential to reach children and families who would otherwise not have access to Montessori education in their local communities. Teachers also found various disadvantages, including the uncertainty of the future of the program, and the interference of the screen in a child’s path towards deep concentration, and did not feel that virtual Montessori preschool was an adequate stand-alone replacement for in-person Montessori preschool. Further research is needed on the effectiveness of other virtual Montessori preschools, on the experiences of children completing a full three-year cycle in the virtual Montessori Children’s House program, and on the academic and social readiness of children emerging from virtual Montessori preschool programs for both in-person Montessori and traditional elementary school.
Language: English
Published: Linköping, Sweden, 2022
Article
Introduction of Montessori Education to a Remote Indigenous Early Childhood Program: A Study of the Ways in Which Aboriginal Students Respond
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 4, no. 2
Date: 2018
Pages: 33-60
Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Montessori method of education, Oceania
See More
Abstract/Notes: This article explores the ways Ngaanyatjarra students in Australia respond to Montessori pedagogy in a remote Aboriginal early childhood context. The article initially presents key literature pertaining to early childhood education, Aboriginal education, and Montessori education in Australia. The qualitative methodology underpinning the research is subsequently outlined. The approach emphasized in this research is that of interpretivism. The data analysis process highlighted three headings: concentration and engagement, student autonomy, and student independence. The findings of this research indicate the potential for Montessori pedagogy as a viable alternative practice of education for remote Aboriginal early childhood contexts, as Montessori pedagogy may align more harmoniously with the cultural dispositions of Ngaanyatjarra students. Finally, recommendations are presented in light of the research.
Language: English
ISSN: 2378-3923
Article
Whole Language: Learning the Natural Way
Publication: Montessori Life, vol. 1, no. 1
Date: 1989
Pages: 6–9, 24
Language acquisition, Language experience approach in education, Montessori method of education, Montessori schools
See More
Language: English
ISSN: 1054-0040
Article
The Built Environment's Effect on Learning: Applying Current Research
Publication: Montessori Life, vol. 14, no. 1
Date: 2002
Pages: 53–56
Architecture, Design, Learning environments
See More
Language: English
ISSN: 1054-0040
Article
Learning Through Nature: A Real-Life Testimonial
Available from: ProQuest
Publication: Montessori Life, vol. 25, no. 3
Date: Fall 2013
Pages: 26-31
See More
Abstract/Notes: Montessori educators believe that there are a number of important factors that are necessary for a child to successfully attain adulthood. They include family, a stable home, good adult mentors, and a strong system of education that includes fostering of independence, autonomy of the individual, and joyful learning opportunities with a system environment. Geoffrey Bishop mentions one additional element that he believes to be of equal importance in a child's life, and that is unstructured and unrestricted outdoor and nature play. Bishop points toward Richard Louv's book "Last Child in the Woods" (2008), and how it speaks of the "Nature Deficit Disorder" he sees in many of today's children. Bishop writes here that he sees this nature deficit as well in his own role as the head of a Montessori school set on 400 acres. As the head of an Outdoor Environmental Education program, he draws on lessons learned from his own childhood, and describes how he aims to correct this deficit for the children in his program.
Language: English
ISSN: 1054-0040
Article
In Search of Self-Directed Learning
Publication: Montessori Life, vol. 4, no. 3
Date: 1992
Pages: 15–16
See More
Language: English
ISSN: 1054-0040